Jo Robinson Power Point Presentation 2005 Maximizing The ELA Block Presenters: Kathryn Yarlett & Jennifer Werner 8/5/10

Jo Robinson Power Point Presentation 2005

Maximizing The Maximizing The ELA BlockELA Block

Presenters:Presenters: Kathryn Yarlett & Jennifer Kathryn Yarlett & Jennifer

WernerWerner8/5/108/5/10


How to Provide 90 Minutes How to Provide 90 Minutes of Reading Instruction with of Reading Instruction with

FidelityFidelity

Enough Added

Practice for Mastery (in-class

intervention)

Excellent Classroom

Management

Place,group,teach,

and assesseach lesson

as in theTeacher’s

Guide

+100%

Engagement

Error Correction +

+

+


Comprehensive

Reading Program

+

Excellent

Classroom Management


90 Minutes of Reading-585-580-575-570 Minutes of Reading


70 Minutes of Reading Every Day

70 min. x 180 days= 12,600 min./yr

Only 140 Days of Reading Each Year

40 90 Minute Periods of Reading Lost!


The Daily DozenThe Daily Dozen


The Daily Dozen: The Daily Dozen: Exemplary Teachers…Exemplary Teachers…

1.1. Have seating charts Have seating charts for everythingfor everything

2.2. Know reading is the Know reading is the ultimate goalultimate goal

3.3. Are fun- they laugh Are fun- they laugh and smileand smile

4.4. Have few Have few interruptionsinterruptions

5.5. Ask children how Ask children how they figure things outthey figure things out

6.6. Give two chances to Give two chances to answer questionsanswer questions

7.7. Give pause time to Give pause time to think about answersthink about answers

8.8. Don’t let students Don’t let students repeat other repeat other students’ responsesstudents’ responses

9.9. Get feedback from Get feedback from studentsstudents

10.10. Allow peer Allow peer interactioninteraction

11.11. Give more or less Give more or less practice timepractice time

12.12. Let students make Let students make response statementsresponse statements


Excellent Classroom Excellent Classroom ManagementManagement

Effective and Consistent Routines:Effective and Consistent Routines:1. Consistent Signal for Attention1. Consistent Signal for Attention2. Entry Procedure and Task That Uses 2. Entry Procedure and Task That Uses

Lesson Reading SkillsLesson Reading Skills3. Transition Procedures/Routines3. Transition Procedures/Routines4. Student Work Procedures4. Student Work Procedures5. Materials Procedures5. Materials Procedures6. Small Group & Center Procedures6. Small Group & Center Procedures7. Exit Procedures From Today’s Lesson7. Exit Procedures From Today’s Lesson


1. Consistent Signal for 1. Consistent Signal for AttentionAttention

A. Verbal and Visual Signal (“May I have A. Verbal and Visual Signal (“May I have your attention please,” with arms in the your attention please,” with arms in the air and a smile)air and a smile)

B. Scan the Room (with one finger pointed B. Scan the Room (with one finger pointed while still smiling)while still smiling)

C. The Look (drop the smile and give the C. The Look (drop the smile and give the “evil eye” where necessary)“evil eye” where necessary)

D. The Walk (no smile, with finger still D. The Walk (no smile, with finger still pointed, walk to the student)pointed, walk to the student)

E. The Touch (no smile and touch student’s E. The Touch (no smile and touch student’s shoulder lightly)shoulder lightly)


2. Entry Procedures and 2. Entry Procedures and Tasks That Use Lesson Tasks That Use Lesson

Reading SkillsReading SkillsA. Explain entry tasks with students on the first A. Explain entry tasks with students on the first

day of school.day of school.B. Show them where to pick up a generic paper, B. Show them where to pick up a generic paper,

journal, etc. and tell them they need to journal, etc. and tell them they need to respond to the prompt/question on the board.respond to the prompt/question on the board.

C. Practice the task with the students.C. Practice the task with the students.D. Explain what they do when they are done D. Explain what they do when they are done

(Finished Entry Procedure Basket, Journal Bin, (Finished Entry Procedure Basket, Journal Bin, etc.)etc.)

E. Practice the entry procedures with the students E. Practice the entry procedures with the students until they are able to do it independently.until they are able to do it independently.


Phonemic AwarenessPhonemic Awareness

Phonemic Awareness Entry Tasks:Phonemic Awareness Entry Tasks:Examples:Examples: Matching Pictures activity for initial, Matching Pictures activity for initial,

medial, and final soundsmedial, and final sounds Matching Pictures activity for multi-syllabic Matching Pictures activity for multi-syllabic

wordswords Draw a picture of 3 things that begin with Draw a picture of 3 things that begin with

the same sound as the picture on the paper the same sound as the picture on the paper (Example: have a picture of a cat at the top. (Example: have a picture of a cat at the top. Students could draw a picture of a car, cop, Students could draw a picture of a car, cop, cap…)cap…)


PhonicsPhonics

Phonics Entry Tasks:Phonics Entry Tasks:

Examples:Examples: Alphabet ArcAlphabet Arc Clay letter work in KClay letter work in K Chunk these wordsChunk these words Write three _am wordsWrite three _am words Multisyllabic WordsMultisyllabic Words Word LaddersWord Ladders


Multisyllabic WordsMultisyllabic Words

Write word on white or chalkboardWrite word on white or chalkboard- Circle prefix, root, and suffix one at a timeCircle prefix, root, and suffix one at a time- Point to prefix and say, “What part?”Point to prefix and say, “What part?”- Point to suffix and say, “What part?”Point to suffix and say, “What part?”- Draw a line under the vowel in the first middle Draw a line under the vowel in the first middle

part and say, “What sound?”part and say, “What sound?”- Draw a loop under the part and say, “What Draw a loop under the part and say, “What

part?” Repeat for all middle partspart?” Repeat for all middle parts- Loop under all word partsLoop under all word parts- Loop faster under all word partsLoop faster under all word parts


FluencyFluency

Fluency Entry Tasks:Fluency Entry Tasks: Examples:Examples:

Self-Timed Repeated Readings (at Self-Timed Repeated Readings (at least 4)least 4)

Read a passage using a specific Read a passage using a specific emotionemotion

Self-Timed Phrases, words, etc.Self-Timed Phrases, words, etc. Word LaddersWord Ladders


VocabularyVocabulary

Vocabulary Entry Tasks:Vocabulary Entry Tasks: Examples:Examples:

Write 6 words from the story that Write 6 words from the story that tell about ____. Draw a picture of tell about ____. Draw a picture of the meaning.the meaning.

Word AssociationsWord Associations Sentence StemsSentence Stems When/How/Why might you…?When/How/Why might you…? Word LaddersWord Ladders


ComprehensionComprehension

Comprehension Entry Tasks:Comprehension Entry Tasks: Examples:Examples:

Write 3 questions about yesterday’s Write 3 questions about yesterday’s story and be ready to ask them of your story and be ready to ask them of your partner.partner.

Write down an alternate solution to Write down an alternate solution to yesterday’s story and be ready to share yesterday’s story and be ready to share it with a partner.it with a partner.


Monday:Monday:

““Turn to page __ in your anthology. Look Turn to page __ in your anthology. Look at the pictures and read the title of the at the pictures and read the title of the new selection. Write 4 predictions you new selection. Write 4 predictions you have about the story/things you will have about the story/things you will learn.”learn.”

1.1.

2.2.

3.3.

4.4.


Tuesday:Tuesday:

“ “Write 6 words from the story that Write 6 words from the story that tell about oceans. Draw a picture of tell about oceans. Draw a picture of the meaning.”the meaning.”

1.1.2.2.3.3.4.4.5.5.6.6.


Wednesday:Wednesday:

“ “Write 3 questions about Write 3 questions about yesterday’s story and be ready to yesterday’s story and be ready to ask them of a partner.”ask them of a partner.”

1. How…1. How…

2. Why…2. Why…

3. 3.


Thursday:Thursday:

““Chunk these words.”Chunk these words.”

1. Unconsciousness1. Unconsciousness

2. Surprised2. Surprised

3. Regurgitation3. Regurgitation

4. Irreversible4. Irreversible

5. Rekindling5. Rekindling


Friday:Friday:““Fill out the following information using Fill out the following information using

your anthology story.”your anthology story.”1. Characters ____________________________1. Characters ____________________________

________________________________________________________ ________________________________________________________

2. Setting ____________________________2. Setting ____________________________3. Problem ____________________________3. Problem ____________________________

________________________________________________________4. Solution _____________________________4. Solution _____________________________

__________________________________________________________


3. Transition 3. Transition Procedures/RoutinesProcedures/Routines

Have a clear, consistent transitioning routine:Have a clear, consistent transitioning routine:

Examples:Examples:1. Give students a one minute warning before they 1. Give students a one minute warning before they

will be transitioning to a new will be transitioning to a new activity/center/location to clean up and organize activity/center/location to clean up and organize their area.their area.

2. Create a procedure for moving students from one 2. Create a procedure for moving students from one activity/center/location to another (music box, activity/center/location to another (music box, counting down, pointing to their next center, etc.)counting down, pointing to their next center, etc.)

BONUS:BONUS: Use finished work at student centers to call Use finished work at student centers to call on students to move to their new center, line up, on students to move to their new center, line up, etc (make sure student work is correct).etc (make sure student work is correct).


4. Student Work 4. Student Work ProceduresProcedures

Layer on one routine at a time:Layer on one routine at a time:

1. Directly teach one reading routine to the whole 1. Directly teach one reading routine to the whole class.class.

2. Provide enough practice to allow you to monitor 2. Provide enough practice to allow you to monitor for engagement, accuracy, and completion.for engagement, accuracy, and completion.

3. Add the routine to independent reading time.3. Add the routine to independent reading time.

4. Continue to monitor for engagement and 4. Continue to monitor for engagement and completion.completion.


5. Materials Procedures5. Materials Procedures

Directly teach students how to find and gather Directly teach students how to find and gather materials for the Reading Block. Provide corrective materials for the Reading Block. Provide corrective feedback when necessary.feedback when necessary.

- Reading Folders- Reading Folders

- Fluency Bags- Fluency Bags

- Book Logs- Book Logs

- Graphic Organizers- Graphic Organizers

- Center Activities- Center Activities

- Finished Work Baskets- Finished Work Baskets

- Listening Center - Listening Center


Pencil ProceduresPencil Procedures

Have a variety of pencil cans at each Have a variety of pencil cans at each reading center in the room. Place reading center in the room. Place golf pencils in each can. Teach your golf pencils in each can. Teach your students to choose a pencil from a students to choose a pencil from a can when they break or lose theirs can when they break or lose theirs while at centers, etc., to minimize while at centers, etc., to minimize distractions and interruptions from distractions and interruptions from pencil sharpening, etc. pencil sharpening, etc.


6. Small Group & Center 6. Small Group & Center Procedures Procedures

Group TubsGroup Tubs

Small Group Equipment Small Group Equipment


Group TubsGroup TubsHave these items available at small group and Have these items available at small group and

centers:centers:

Pencil CansPencil Cans Sight Word Flash Sight Word Flash CardsCards

TimersTimers Decodable Flash Cards Decodable Flash Cards

TemplatesTemplates Decodable Take Decodable Take HomesHomes

Clear MarkersClear Markers Highlighters Highlighters

Leveled ReadersLeveled Readers Written Tasks Written Tasks

Dictation TemplatesDictation Templates Graphic Organizers Graphic Organizers


Small Group EquipmentSmall Group Equipment

- - Horseshoe table with scanning easeHorseshoe table with scanning ease

- Student chairs and table at right height- Student chairs and table at right height

- White board, chalkboard or chart paper - White board, chalkboard or chart paper right behind the teacherright behind the teacher

- Marker pen for whiteboard or chalk- Marker pen for whiteboard or chalk

- Large chart size story charts- Large chart size story charts

- Pointers- Pointers


Partner-Up ProceduresPartner-Up Procedures- When you say “Partner-Up” students are to When you say “Partner-Up” students are to

touch hands in the air with the student touch hands in the air with the student closest to them.closest to them.

- Any students without a partner get up and Any students without a partner get up and move around the room to find one. move around the room to find one.

- Students with the longest hair in the Students with the longest hair in the twosome get to go first. Students with the twosome get to go first. Students with the shortest hair go second (you can use any shortest hair go second (you can use any opposites to assign who goes first).opposites to assign who goes first).

- Introduce the 7-Up to students.- Introduce the 7-Up to students.


7. Exit Procedures From 7. Exit Procedures From Today’s LessonToday’s Lesson

Examples:Examples: It is used in order to verify student It is used in order to verify student

understanding of content learned during understanding of content learned during whole and small group instruction as well whole and small group instruction as well as learning centers.as learning centers.

7-Up and Buddy-Up Strategy7-Up and Buddy-Up Strategy New Learning Chart with Post-ItsNew Learning Chart with Post-Its ““Ticket to Leave”Ticket to Leave”


ClosingClosing

5-10 minutes5-10 minutes It is used in order to verify student It is used in order to verify student

understanding of content learned during understanding of content learned during whole and small group instruction as well whole and small group instruction as well as learning centers.as learning centers.

Independent Reading Charts/LogsIndependent Reading Charts/Logs 7-Up and Buddy-Up Strategy7-Up and Buddy-Up Strategy New Learning Chart with Post-ItsNew Learning Chart with Post-Its ““Ticket to Leave”Ticket to Leave”


Classroom Set-UpClassroom Set-Up

Classroom set-up for efficient instruction, Classroom set-up for efficient instruction, routines, and monitoringroutines, and monitoring

- Furniture organization- Furniture organization- Materials ready- Materials ready- Noise minimized- Noise minimized- Traffic Routes- Traffic Routes- Scanning ease- Scanning ease- Small group table- Small group table- Group tubs- Group tubs- Appropriate centers- Appropriate centers


Excellent Classroom Excellent Classroom Management Management

Classroom Set up FormatsClassroom Set up Formats

Quiet Station

Computers


Classroom Set-Up Classroom Set-Up Format 2Format 2

Quiet Center

ComputersNoisy Center

Noisy Center


First 5 Days of SchoolFirst 5 Days of SchoolDay 1Day 1 Teach:Teach: signal, bathroom procedures, first two signal, bathroom procedures, first two

centers in whole centers in whole

groupgroup

Day 2Day 2 Review:Review: signal and first two centers and whole signal and first two centers and whole groupgroup

Teach:Teach: entry task, pencil plan, transitioning entry task, pencil plan, transitioning (traffic patterns)(traffic patterns)

Start:Start: small groups with seat work for others small groups with seat work for others

Day 3Day 3 Review:Review: entry task, pencil plan, first two centers entry task, pencil plan, first two centers

Teach:Teach: how to seek help, small group routines how to seek help, small group routines

Start:Start: first two centers done independently first two centers done independently during small groupsduring small groups

Day 4Day 4 Review:Review: how to seek help, small group routines how to seek help, small group routines

Teach:Teach: third center whole group third center whole group

Start:Start: first two centers done independently first two centers done independently during small groupsduring small groups

Day 5Day 5 Review:Review: third center whole group third center whole group

Teach:Teach: daily oral partner reading daily oral partner reading


Most often it is teacher Most often it is teacher inconsistency not inconsistency not

student inconsistency student inconsistency that causes routines not that causes routines not

to be followed.to be followed.


Task: 7-UpTask: 7-Up

1. Share with a partner 2 routines that 1. Share with a partner 2 routines that would help bring more kids to level in would help bring more kids to level in your classroom.your classroom.

2. Person A goes first.2. Person A goes first.

3. Start your sentences with: “A routine I 3. Start your sentences with: “A routine I will use is…”will use is…”

4. Switch to Person B and repeat.4. Switch to Person B and repeat.


PHONEMIC AWARENESSPHONEMIC AWARENESS


Activities to TryActivities to Try Elkonin Boxes (use 3x5 florescent cards)Elkonin Boxes (use 3x5 florescent cards) Sound MunchersSound Munchers Same/Different Cards (use 3x5 cards)Same/Different Cards (use 3x5 cards) Concentration (rhyming pictures, multi-syllabic Concentration (rhyming pictures, multi-syllabic

pictures)pictures) Object/Picture Sorts (By initial, medial, and/or final Object/Picture Sorts (By initial, medial, and/or final

sound)sound) Sound Board GameSound Board Game Sound Clapping Game (use gloves)Sound Clapping Game (use gloves) Phonemic Awareness Activities Phonemic Awareness Activities http://www.fcrr.org/http://www.fcrr.org/


More ActivitiesMore Activities

Add More Sound Practice:Add More Sound Practice: Make practice more kinestheticMake practice more kinesthetic Add short practices each time you call Add short practices each time you call

to the rug or line upto the rug or line up Segment daily words (lunch, math, Segment daily words (lunch, math,

etc.)etc.) Segment and blend names of studentsSegment and blend names of students Add sound/letter centersAdd sound/letter centers Add sound/letter entry tasksAdd sound/letter entry tasks


PHONICSPHONICS


PhonicsPhonics

Activities to try:Activities to try: Alphabet Arc (letter recognition and making Alphabet Arc (letter recognition and making

words) Letters at: words) Letters at: http://www.alphabetletter.comhttp://www.alphabetletter.com

Alphabet Song with ClapsAlphabet Song with Claps Word Building Activities (pocket charts)Word Building Activities (pocket charts) Practice Lines of consonants, vowels, blends, Practice Lines of consonants, vowels, blends,

sight words, etc. (on sentence strips)sight words, etc. (on sentence strips) Word MuncherWord Muncher Door Words (cover the prefix or suffix)Door Words (cover the prefix or suffix) Word Sorts (by sound, syllable, etc.)Word Sorts (by sound, syllable, etc.) Sight Word SongsSight Word Songs


PhonicsPhonics

More Activities to try:More Activities to try: Smooth and Bumpy CardsSmooth and Bumpy Cards Sight Word Cube GameSight Word Cube Game Sight Word NecklaceSight Word Necklace 3x3 Sight Word Bingo at (3x3 Sight Word Bingo at (

http://www.teach-nology.com/web_tools/materiahttp://www.teach-nology.com/web_tools/materials/bingo/ls/bingo/

4x4 Sight Word Bingo at 4x4 Sight Word Bingo at http://www.teachersdesk.com/downloads/downlhttp://www.teachersdesk.com/downloads/downloads.htmoads.htm (harder to figure out) (harder to figure out)

Phonics Activities http://www.fcrr.org/activitiesPhonics Activities http://www.fcrr.org/activities


Multisyllabic word correction:Multisyllabic word correction:

- My turn- My turn- Write word on white or chalkboard- Write word on white or chalkboard- Circle prefix, root, and suffix one at a time- Circle prefix, root, and suffix one at a time- Point to prefix and say, “What part?”- Point to prefix and say, “What part?”- Point to suffix and say, “What part?”- Point to suffix and say, “What part?”- Draw a line under the vowel in the first middle - Draw a line under the vowel in the first middle

part and say, “What sound?”part and say, “What sound?”- Draw a loop under the part and say, “What part?” - Draw a loop under the part and say, “What part?”

Repeat for all middle partsRepeat for all middle parts- Loop under all word parts- Loop under all word parts- Loop faster under all word parts- Loop faster under all word parts


FLUENCYFLUENCY


FluencyFluency

Activities to try:Activities to try: Musical Sentence StripsMusical Sentence Strips Rereading Charts (at least 4 times)Rereading Charts (at least 4 times) Partner Reading (shoulder to shoulder)Partner Reading (shoulder to shoulder) Reader’s TheaterReader’s Theater Phrasing Cards using highlightersPhrasing Cards using highlighters Fluency Bags: Contain only stories, Fluency Bags: Contain only stories,

poems, reading passages, etc. that poems, reading passages, etc. that students have mastered.students have mastered.

Fluency Activities: http://www.fcrr.orgFluency Activities: http://www.fcrr.org


Fluency Bags vs. Fluency Bags vs. Independent Reading BagsIndependent Reading Bags

Fluency Bags:Fluency Bags: Contain only stories, poems, Contain only stories, poems, reading passages, etc. that students have reading passages, etc. that students have mastered.mastered.

Independent Reading Bags:Independent Reading Bags: Contain Contain selections that are at a student’s selections that are at a student’s independent reading level, but haven’t independent reading level, but haven’t necessarily been mastered. necessarily been mastered.


FluencyFluency

Add More Fluency Practice:Add More Fluency Practice: Students practice reading with expression Students practice reading with expression

using familiar poetry (phrasing and use of using familiar poetry (phrasing and use of punctuation)punctuation)

Fluency Folder: File folder with pictures Fluency Folder: File folder with pictures of different facial expressions and of different facial expressions and passages to read (only those that have passages to read (only those that have been mastered previously). Students been mastered previously). Students choose an expression and read the choose an expression and read the passage in that manner.passage in that manner.


Stroop TestStroop Test


Esau WoodEsau Wood

Read the passage as is. Insert punctuation Read the passage as is. Insert punctuation where you feel it makes the most sense. where you feel it makes the most sense.


Esau Wood sawed wood. Esau Wood sawed wood.

Esau Wood would saw wood with a wood saw. Esau Wood would saw wood with a wood saw.

Esau's wood saw would saw wood! Esau's wood saw would saw wood!

One day, Wood's wood saw would saw no wood, One day, Wood's wood saw would saw no wood, so Wood sought a wood saw that would. so Wood sought a wood saw that would.

Then, Wood saw a wood saw saw wood as no Then, Wood saw a wood saw saw wood as no wood saw Wood ever saw wood sawed wood. wood saw Wood ever saw wood sawed wood.

So Wood sought the wood saw that sawed wood So Wood sought the wood saw that sawed wood as no wood saw Wood ever saw ever sawed. as no wood saw Wood ever saw ever sawed.

Now Wood saws wood with the wood saw Wood Now Wood saws wood with the wood saw Wood saw saw wood as no wood saw Wood ever saw saw saw wood as no wood saw Wood ever saw would wood saw wood.would wood saw wood.


Sight Word ActivitiesSight Word Activities

- - Practice Lines of Sight Words (same as Practice Lines of Sight Words (same as phrasing card activity but with four sight phrasing card activity but with four sight words)words)

- Sight Word BINGO (- Sight Word BINGO (http://www.teach-nology.comhttp://www.teach-nology.com & & http://www.teachersdesk.com/downloads/http://www.teachersdesk.com/downloads/downloads.htmdownloads.htm))


Sight Word ActivitiesSight Word Activities

- CRASH GAME- CRASH GAME Most cards have sight words on them. Most cards have sight words on them.

About ¼ of the cards have the word About ¼ of the cards have the word “CRASH.”“CRASH.”

Students choose a card from the pile. If Students choose a card from the pile. If they can they can read it they get to keep choosing read it they get to keep choosing cars until they cars until they don’t know the word or they don’t know the word or they get a “CRASH” card get a “CRASH” card (students get to keep (students get to keep the “CRASH” cards also).the “CRASH” cards also).

Have enough “CRASH” cards to even out Have enough “CRASH” cards to even out the the turns.turns.


Teach Phrasing & Teach Phrasing & Expression Expression

Pre-teach Phrasing Using Phrase CardsPre-teach Phrasing Using Phrase Cards

Phrasing Card Activity:Phrasing Card Activity:- Put phrasing cards in front of a small group Put phrasing cards in front of a small group

and have them practice reading the phrases. and have them practice reading the phrases. They read it once and then a second time They read it once and then a second time fast. Pass to the next person. Repeat until fast. Pass to the next person. Repeat until every student has had a turn. Give corrective every student has had a turn. Give corrective feedback: “My turn… ‘much too much.’ Your feedback: “My turn… ‘much too much.’ Your turn…”turn…”

- Explain that they will see these phrases in Explain that they will see these phrases in their story that day and should read them their story that day and should read them “smooth” and not “bumpy.” “smooth” and not “bumpy.”




VocabularyVocabulary Activities to try:Activities to try:

““Show and Go” words (pantomime, acting, Show and Go” words (pantomime, acting, sketching, pointing, picture)sketching, pointing, picture)

Create student-friendly definitions (Create student-friendly definitions (http://www.ldoceonline.com/http://www.ldoceonline.com/))

File folders with pictures to illustrate types of File folders with pictures to illustrate types of palacespalaces

Modified Frayer ModelModified Frayer Model Post cover of story and vocabulary wordsPost cover of story and vocabulary words Use a method to determine the amount of Use a method to determine the amount of

times a word is used (tallies, cups with cubes, times a word is used (tallies, cups with cubes, Post-Its, etc.)Post-Its, etc.)

Student file folder with word, definition, Student file folder with word, definition, example, non-example, and pictureexample, non-example, and picture



More activities to try:More activities to try: Vocabulary rings or library pocketsVocabulary rings or library pockets Vocabulary SortVocabulary Sort Vocabulary BingoVocabulary Bingo Word Associations: Which word goes Word Associations: Which word goes

with with crookcrook (accomplice)? (accomplice)? Sentence Stems: The skiing teacher Sentence Stems: The skiing teacher

said Maria was a said Maria was a novicenovice on the ski on the ski slopes because…slopes because…

Word ArraysWord Arrays


Infuse Vocabulary Work Infuse Vocabulary Work With ELL FocusWith ELL Focus

Pre-teach important vocabulary for each selection.Pre-teach important vocabulary for each selection.- Explain the meaning of the words with student- Explain the meaning of the words with student

friendly definitions.friendly definitions.- Point to pictures, quickly draw a sketch (label- Point to pictures, quickly draw a sketch (label sketches).sketches).- Show real objects (label objects).- Show real objects (label objects).- Use gestures, role playing, and pantomime.- Use gestures, role playing, and pantomime.- Ask students to repeat the word many times.- Ask students to repeat the word many times.- Give students examples and non-examples.- Give students examples and non-examples.- Engage students in activities to develop - Engage students in activities to develop mastery.mastery.


Infuse Vocabulary WorkInfuse Vocabulary WorkProvide distributed practice:Provide distributed practice:

- Post vocabulary words, student-- Post vocabulary words, student-friendly definitions, and pictures friendly definitions, and pictures every week. Use word necklaces.every week. Use word necklaces.- Deliberately use the week’s words - Deliberately use the week’s words orally orally - Acknowledge students who use - Acknowledge students who use vocabulary words. and find them in vocabulary words. and find them in other contexts (keep tallies).other contexts (keep tallies).- Use vocabulary rings daily.- Use vocabulary rings daily.


Used in pairsUsed in pairs Need a 7-Up bottleNeed a 7-Up bottle Partners take turns responding to a Partners take turns responding to a

teacher prompt using at least 7 words in teacher prompt using at least 7 words in their response.their response.

Example: I am reluctant to…Example: I am reluctant to…

I am not reluctant to…I am not reluctant to…


7-Up Activity Using the Word7-Up Activity Using the Word

““Reluctant”Reluctant”1.1. Partner A tells Partner B Partner A tells Partner B threethree things he’s reluctant things he’s reluctant

to do using a minimum of 7 words in each response. to do using a minimum of 7 words in each response. Partner B counts on each finger how many words Partner B counts on each finger how many words Partner A uses. Example: “I am reluctant to swim with Partner A uses. Example: “I am reluctant to swim with sharks.”sharks.”

2.2. Partner B tells partner A Partner B tells partner A threethree things he’s NOT things he’s NOT reluctant to do using a minimum of 7 words in each reluctant to do using a minimum of 7 words in each response. Partner A counts on each finger how many response. Partner A counts on each finger how many words Partner B uses. Example: “I am not reluctant to words Partner B uses. Example: “I am not reluctant to eat chocolate ice cream.”eat chocolate ice cream.”


Vocabulary RingsVocabulary Rings

- Vocabulary Rings with word on one - Vocabulary Rings with word on one side and student-friendly definition side and student-friendly definition on the other (each story’s on the other (each story’s vocabulary words are on a different vocabulary words are on a different color card). Students play “Show me color card). Students play “Show me the word that means…” Partners the word that means…” Partners match word to definitions.match word to definitions.


Vocabulary Ring IdeasVocabulary Ring Ideas

Mon.Mon.

Guide Guide students to students to make each make each card one at card one at a time.a time.

Give Give student-student-friendly friendly definitions definitions and sketch and sketch ideas.ideas.

Play “Show Play “Show me the me the word that word that means.”means.”

Tue.Tue.

Partner Partner A turns A turns to word to word side.side.

Partner Partner B turns B turns to to definitiodefinition.n.

They They match match cards.cards.

Wed.Wed.

Individuals Individuals sort words sort words into 2 or 3 into 2 or 3 piles:piles:

-invisible/-invisible/visiblevisible

-real/not real-real/not real

-in a store/not-in a store/not

-I have -I have seen/not seenseen/not seen

-immense/tiny-immense/tiny

-ordinary/-ordinary/unusualunusual

-person, place, -person, place, thing, or thing, or actionaction

Play “Show Play “Show me the word me the word that means”that means”

Thurs.Thurs.

Get the Get the whole ring whole ring out. Partner out. Partner A turns to A turns to word side. word side. Partner B Partner B turns to turns to definition. definition. They match They match cards.cards.

Listing Listing Activity:Activity:

Tell them Tell them which 3 which 3 cards to get cards to get out and list out and list at least 5 at least 5 examples of examples of the word.the word.

Fri.Fri.

Additional Additional ReviewReview


ComprehensionComprehension


Comprehension ActivitiesComprehension Activities

Comprehension Bottles:Comprehension Bottles: Fill an empty Fill an empty water bottle with popsicle sticks that water bottle with popsicle sticks that have a variety of comprehension have a variety of comprehension questions on them. Students choose a questions on them. Students choose a stick and respond to it using the story stick and respond to it using the story they are currently reading.they are currently reading.

Reader’s Response Notebook:Reader’s Response Notebook: Students Students demonstrate their use of all reading demonstrate their use of all reading comprehension strategies before, comprehension strategies before, during, and after they read text.during, and after they read text.


Comprehension 7-Up:Comprehension 7-Up: Partner A: Tell Partner B 3 ways that Partner A: Tell Partner B 3 ways that Grandpa was like Mary. Start with Grandpa was like Mary. Start with “They both…”“They both…”Partner B: Hold up a finger for each Partner B: Hold up a finger for each word that you hear.word that you hear.Now Partner B: Tell Partner A 3 ways Now Partner B: Tell Partner A 3 ways that Grandpa was not like Mary. Start that Grandpa was not like Mary. Start with “Grandpa did not…”with “Grandpa did not…”Partner A: Hold up a finger for each Partner A: Hold up a finger for each word that you hear.word that you hear.


Buddy Beside MeBuddy Beside Me

- Cathy Collins Block- Cathy Collins Block

Documents

Jo Robinson Power Point Presentation 2005 Maximizing The ELA Block Presenters: Kathryn Yarlett & Jennifer Werner 8/5/10